Alakurt, TurgayÖztürk, H. TugbaKarademir, TugraYilmaz, Burcu2025-03-232025-03-2320192147-1908https://hdl.handle.net/11486/2497The presentstudy focuses on learning behaviors of ICT teachers along with learning activities.Within the scope of the study, a two-day workshop activity was organized inwhich 67 ICT teacher participated. During the workshop, ICT teachers withdifferent expertise and professional experience working in various fields were broughttogether. Teachers’ learning behaviors that emerged during the activity wereinvestigated. Research data were collected qualitatively and quantitativelyfrom teachers who agreed to participate in the study. Because of the dataanalysis, we identified that learning activities differs based on the gender,professional experience, the location of the school (either in a city center orin a town) and teaching loading. However, it was found that there is nosignificant difference between learning activities of ICT teachers and the typeof the school they work for as well as their assignment as an ICT coordinator. Asenvironmental barriers to learning, the most frequently mentioned factors werestated as lacking of time and not acquainted with the others and as a personalbarrier, lacking of desire and enthusiasm were most frequently mentioned. Weobserved that when ICT teachers from different backgrounds such as experienceand expertise come together for a common interest, they have gains in fourdifferent fields as follow: Professional development, sustainability anddissemination, psychological gains and communication. Bu arastirmada Bilisim Teknolojileri (BT) ögretmenlerininortaya koydugu ögrenme etkinlikleri ile birlikte ögrenme davranislarina odaklanilmistir.Arastirma kapsaminda, 67 BT ögretmeninin katildigi iki günlük atölye etkinligidüzenlenmistir. Atölye çalismasinda çesitli illerde görev yapan farkli uzmanlikve mesleki deneyime sahip BT ögretmenleri bir araya getirilerek katilimcilaringerçeklestirdikleri ögrenme etkinlikleri ve ortaya koyduklari ögrenmedavranislari incelenmistir. Karma desenin kullanildigi arastirmada verilerçalismaya katilmayi kabul eden ögretmenlerden nitel ve nicel yöntemlerletoplanmistir. Arastirma sonucunda katilimcilarin gerçeklestirdikleri ögrenmeetkinliklerinin cinsiyete, mesleki kideme, çalistigi okulun bulundugu yere (ilmerkezi/ilçe) ve ders saat sayisina göre farklilastigi belirlenmistir. Bunakarsin BT ögretmenlerinin gerçeklestirdikleri ögrenme etkinlikleri ileçalistiklari okul türü ve Bilisim Teknolojileri Rehber Ögretmeni (BTR)görevlendirmeleri olup olmama durumlari arasinda anlamli bir iliskibulunmamistir. En baskin ya da öncelikli çevresel engelleyicinin zamaneksikligi ve digerlerini yeterince tanimamak, kisisel özelligin ise ögrenmearzusu ve heves oldugu bulunmustur. Arastirma bulgulari farkli bilgi vedeneyime sahip, ayni alana ilgi duyan kisilerin atölye gibi ortamlarda biraraya gelmelerinin dört temel alanda katilimcilara yeni kazanimlar sagladiginiortaya koymaktadir. Bunlar mesleki gelisim, sürdürülebilirlik ve yayilim,psikolojik kazanimlar ve iletisim olarak siralanabilir.trinfo:eu-repo/semantics/openAccessICT teacherssocial learninglearning behaviorsprofessional developmentArticle9112715310.17943/etku.435031https://doi.org/10.17943/etku.435031